Teaching Lab All Partners Report: Unmatched
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 547 educators who completed the diagnostic survey, 120 educators who completed the follow-up survey, and 34 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
1
| Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores on Equitable Mindsets & Beliefs | ||||
| Overall score | 68% | 71% | +3% | 80% |
| Recognition of race & culture | 33% | 34% | +1% | 52% |
| Holding growth mindsets | 53% | 61% | +8% | 74% |
| Having high expectations and beliefs | 96% | 94% | −2% | 96% |
| Taking accountability for equitable instruction | 92% | 93% | +1% | 97% |
|
1
Note: The number of observations varies between items from 116 to 547
2
n = 116
|
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The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
2
| Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 66% | 64% | −2% | 84% |
| Trust in fellow teachers | 83% | 72% | −11% | 88% |
| Connectedness to fellow teachers | 75% | 70% | −5% | 90% |
| Have influence over professional learning | 36% | 38% | +2% | 67% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 68% | 74% | +6% | 90% |
|
1
Note: The number of observations varies between items from 109 to 440
2
n = 109
|
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The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 59% | 66% | +8% | 72% |
| ELA instructional shifts | 51% | 58% | +6% | 64% |
| Fluency | 52% | 58% | +7% | 65% |
| Text complexity | 58% | 73% | +15% | 79% |
| Close reading | 66% | 72% | +6% | 76% |
| Building knowledge | 52% | 67% | +15% | 74% |
| Supporting students with unfinished learning | 68% | 70% | +2% | 72% |
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1
Note: The number of observations varies between items from 69 to 408
2
n = 69
|
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The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 3b: Math Content and Pedagogical Content Knowledge
In Mathematics, the questions focused on four core constructs, as shown in the table.
| Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with Math Content & Pedagogical Content Knowledge | ||||
| Overall score | 60% | 63% | +3% | 69% |
| Math instructional shifts | 53% | 53% | +0% | 62% |
| Equitable Math Instruction | 72% | 78% | +6% | 82% |
| Supporting students with unfinished learning | 65% | 72% | +7% | 75% |
| Effective Teaching Practices | 56% | 54% | −1% | 60% |
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1
Note: The number of observations varies between items from 51 to 129
2
n = 51
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The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Observations by Administrators
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed | ||||
| When observing teachers, I focus on… Overall score | 91% | 85% | −6% | 91% |
| Whether the lesson is focused on a high-quality text or task | 89% | 82% | −7% | 91% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 89% | 91% | +2% | 91% |
| Whether all students have opportunities to engage in the work of the lesson | 94% | 82% | −12% | 91% |
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1
Note: The number of observations varies between items from 11 to 107
2
n = 11
|
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The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators | ||
|---|---|---|
| TL Teachers | Non-TL Teachers | |
| The lesson is focused on a high-quality text or task | 100% | 55% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 82% | 0% |
| All students have opportunities to engage in the work of the lesson | 73% | 9% |
The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity | |
|---|---|
| Improve my own instructional practice | 17% |
| Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice | 17% |
| Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers | 17% |
| Lead professional learning for teachers, Lead PLC meetings for teachers, Coach teachers, Share information or resources with teachers, Improve my own instructional practice | 50% |
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.
Section 7: Participant Feedback
Looking at participant feedback from All Partners we see good scores across the board:
| Teaching Lab Performance on Participant Feedback Questions for All Partners | ||||
|---|---|---|---|---|
| How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? | I felt a sense of community with the other participants in this course even though we were meeting virtually. | This course helped me navigate remote and/or hybrid learning during COVID-19. | % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn | S/He Effectively Built A Community Of Learners |
| 89% | 90% | 67% | 68% | 91% |
Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement
Comments on Improving Experience
| Quotes |
|---|
"More time to plan for lessons and utilize collaboration time |
"Cut the some of the tasks down to accommodate the time- I |
"Faster internet and a device that did not fizzle out when |
"The only thing I would improve is a little "how to" on |
"Maybe instead of having teach sessions with instructors |
"The first day's session was a little long for me. I struggle |
"I am currently teaching 100% virtually and it seemed like |
"There is a lot of material to go over in a short amount of |
"It was difficult with the last breakout session - as not |
"This course was great, I would have liked it at the |
Additional Comments
| Quotes |
|---|
"I would have rather had the course meeting times spread |
"The presenter was very kind and positive at all times. The |
"I hope to participate in this type of course again because |
"I hope we can get an additional follow up training in the |
"As an admin, I find that the requirements were overwhelming |
"The training is definitely beneficial for all teachers |
"I really enjoyed the course. It has helped to build my |
"Please consider doing optional calls throughout the |
"Would like additional resources on the progression examples |
"I worked all summer to learn the ins and outs of the program |
info@teachinglab.org
Comments on what Went Well
"The readings, the conversations both in the large group and
the breakout rooms and the work."
"Love that we worked in our grade level groups and stayed
with that group for all three sessions"
"Contemplate then Calculate. I appreciated the intentional
planning and execution of this activity."
"Wonderful community, wonderful positivity. The content
covered was deeply relevant, but we talked about them in a
broader sense that made us think about more than just the
letter of the curriculum."
"Being able to breakdown guidebooks into expectations and
individual lesson plans."
"Well-organized... the PD itself modeled the shifts in the
curriculum and the ways we should be teaching it. Mandi was
a great facilitator."
"The asynchronous/synchronous components were really well
structured. It felt engaging and not overwhelming in the
online environment"
"Working in the breakout rooms gave us the opportunity to
talk through our thoughts."
"I thought it was a great day that ran seamlessly. The
scheduled blocks of time for synchronous and asynchronous
time is a perfect balance. This has become a great community
of educators and I learn a great deal from everyone’s
contributions."